Warm-up: Write these two vocabulary words and their definitions in your notebook.
Henry Ford realized that a more efficient production process was needed to lower the price and meet increasing consumer demand for his popular new car. He needed to improve productivity—the amount of goods and services produced from a given amount of productive resources. Economists refer to goods and services as output. Henry Ford's output was the Model T. The productive resources used in production—natural resources, capital resources, and human capital—are inputs. Ford's inputs were the steel, workers, and other resources required to manufacture the car.
Using interchangeable parts required making the individual pieces of the car the same every time. All pieces would fit with all others. Any valve would fit any engine and any engine would fit any frame. The standardization of parts made it possible to break down assembly of the Model T into distinct steps. Each worker was trained to do just one step or a very few steps. Economists refer to this practice asspecializationor the division of labor.
Learning Target: to be able to explain Henry Ford's methods of increasing productivity.
Learning Target: to understand Henry Ford's contributions to manufacturing and productivity. 1. First, watch this BrainPOP movie on the assembly line. 2. Complete the PRINTED quiz. 3. Go to today's lesson here. 4. Complete the worksheet. 5. Finally, show your understanding of how an assembly line works by completing the Chain Diagram on the back of the BrainPOP quiz.
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May 6, 2014
Learning Target: to determine if high gas prices can be blamed on the nations that produce oil. 1. As an introduction, watch the BrainPOP video on gasoline. 2. Go to Econedlink to access today's lesson. 3. Complete the entire lesson, including #1 in the extension activities.
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May 5, 2014
Junior Achievement, pages 6-7 in workbook
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May 2, 2014
Finish assignments #2 and #3 from this week in computer lab.
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May 1, 2014
Junior Achievement. Assignment: pages 4-5 in workbook.
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Warm-up: Take 5 minutes to review your notes on types of taxes before the quiz.
Learning Target: to make percentage calculations on paychecks and receipts.
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April 24, 2014
Warm-up: Without looking at your notes, try to name the 5 different types of taxes we've studied. Think of an example of each one and be prepared to share.
Learning Target: to explore the common benefits the federal government supplies and why everyone pays for them through taxes.
Intro to Taxation: see BrainPOP assignment on eboard.
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April 11, 2014
Project Presentations
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April 10, 2014
Project Work Day (see april 9)
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April 9, 2014
Warm-up: Draw a demand graph for Flappy Bird. Label your demand curve as D1. Label the X and Y axis.' Then, draw a new demand curve labeled D2 that shows what would happen to the original Flappy Bird if a new and improved version called Flappy Bird 2 was introduced.
Learning Target: to set individual and group goals for your poster project.
Criteria for Succes:
I can create a demand graph on my own
I can discuss individual and group goals with my group members
I can write a plan for these goals on my goal sheet
Warm-up: Imagine you had your own store. What would you sell? Why? Who would be your main customers? What would you do if nobody was buying your stuff?
Warm-up: Write a reflection on the Glogster project. How did you like it? How did it go working with your partner? What could be done to make it better? WRITE AT LEAST 3 SENTENCES.
Learning Target: to be able to listen respectfully for information from your peers OR to be able to present information using consistent eye contact.
Criteria for Success:
I can reflect on the Medieval Africa or China project.
I can listen respectfully and record information from my peers.
I can present my Glog with my partner.
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Unit 3 Guiding Questions
1. How can historical sources be analyzed for accuracy and point of view while formulating historical questions?
2. How has the history, interactions, and contributions of various peoples and cultures of the world impacted the world we know today?
3. How can maps and other geographic tools be interpreted to find patterns in human and physical systems?
4. How do governments and citizens interact and how do these interactions change over time?
March 11-14, 2014
In Iquad with Chromebooks for Glogster project. See eboard.
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March 10, 2014
Warm-up:CFA review
Learning Target: to be able to find supporting details for the central/main idea.
Criteria for Success:
I can choose to study medieval China or medieval Africa
I can choose a section of study
I can take notes using the main idea given in the text
I can find supporting details for the main idea
=Assignment: Read a section of either medieval Africa (p. 440) or China (p. 404) in the Journey Across Time text.
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Learning Target: to be able to write a rough draft of your news story that includes an appropriate lead paragraph, background information, and juicy quotations/descriptions.
Warm-up:Reflect on the 'Athens Vs. Sparta' partner project. Write to tell me what you liked/disliked about it. Also, rate yourself and your partner on how much effort was put into the work.
Learning Target: to be able to construct a timeline for Ancient Rome with a partner.
Criteria for Success:
I
I can recall timeline basics
I can correctly place a given date on my timeline
I can refer and add to my timeline as I take notes on Ancient Rome
Warm-up: Look at your list of Unit 2 vocabulary words. Choose 3 that you think you could illustrate. Draw pictures, then show them to a partner who has to guess which words you illustrated.
Learning Target: to be able to identify and label important time periods in Ancient Greece.
Criteria for Success:
I can come up with at least one historical question about Ancient Greece while watching an introductory video.
I can pull dates out of a reading
I can correctly label my timeline of Ancient Greece
Assignment #1: Add timeline of Ancient Greece. Use the dates in this document to do so.
Warm-up: watch the video, then create a t-chart with a things you already know about Egypt on one side and a list of questions you have on the other side.
Learning Target: to be able to read for details of the role and acts of the governments (pharaohs) in the 3 kingdoms.
Criteria for Success:
I can explain the role of pharaoh after watching part of a BrainPOP movie
I can follow as the teacher models selective reading and note-taking
I can scan a text with a partner and take notes on the government in Egypt's 3 kingdoms
Assignment #2: Take notes on the government in the 3 kingdoms and then make illustrations, one for each kingdom to show what you've learned.
Warm-up:Write to tell me your thoughts on the Washington D.C. Trip. Do you want to go? Why or why not? Do you have questions or concerns? Have you talked to your parents about it? What do they say?
Learning Target: to be able to identify the 6 characteristics of a civilization.
Criteria for Success:
I can identify characteristics out of a song and video
I can create a mind map to show the 6 characteristics
I can work with a group to analyze an artifact and match it to one of the characteristics of a civilization
Learning Target: to be able to explain how civilization was developed in the Fertile Crescent.
Criteria for Success:
I can recall the changes that marked the Neolithic era...
I can orally explain why the Fertile Crescent was the ideal place for civilization to begin...
I can identify modern day countries in the Fertile Crescent...
I can write a short response to answer the learning target.
October 29, 2013
Warm-up: Vocabulary
1) era 2) civilization 3) citizen
Learning Target:
To be able to list compare and contrast the paleolithic era with the neolithic era.
Criteria for Success: I can recall characteristics of the paleolithic era. I can actively listen and complete note-taking guide. I can compare and contrast the eras using a T chart.
REVIEW Yesterday's Learning Targets:
1) to be able to name 2 characteristics of the paleolithic age.
2) to be able to state the difference between primary and secondary sources.
Unit 1 Guiding Question: How does the physical environment of a place influence its economy, culture and trade patterns?
October 11, 2013
Warm-up: Vocabulary
1) Sanitation 2) Hinder 3) Interdependence
Learning Target:to review what you have learned this year for the Unit 1 CFA.
October 10, 2013
Warm-up: Write about your feelings on this project. How do you feel so far? How is the research going? Do you have any concerns? What help do you need?
Learning Target: to be able to write a paragraph on cultural diffusion using the teacher example, your notes, and a paragraph organizer.
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October 8 and 9, 2013
Warm-up: Get your planner, brochure requirements, a piece of paper, and a pencil.
October 7, 2013
Warm-up:look through all of your maps from this unit. Come up with a list of three countries that you are interested in.
Learning Target:to be able to read and understand the project rubric.
October 4, 2013
Warm-up:QUIZ PREP- Take 5 minutes to review your map of Europe and your handouts/notes from this week.
October 3, 2013
Warm-up:Make a chart like the one I've drawn on the board. See how much you can fill in.
Learning Target: to be able to explain a positive and a negative effect of migration within Europe.
Learning Target: to be able to explain the advantages of a common currency to the European Union.
September 27, 2013
Warm-up:QUIZ PREP- Take 5 minutes to review your map of Africa and your handouts/notes from this week.
Learning Target: On eboard
September 26, 2013
Warm-up:Begin silently reading "Women Bear the Weight of Water." Start on questions 1-5. Be ready to discuss.
Learning Target: to define desertificationand analyze effects of water scarcity on daily life in Africa.
September 25, 2013
Warm-up:Fill in the "L" column of your K-W-L chart from Monday with what you have learned so far reading about Africa south of the Sahara.
Learning Target: to be able to use a map scale to measure the Zambezi river and then create a graph in order to compare the 5 longest rivers in Africa.
September 24, 2013
Warm-up:Vocabulary
1) savanna 2) steppe 3) drought
Learning Target: to be able to find an example of cultural diffusion and/or how physical environment affects economy as you read about Africa south of the Sahara.
September 23, 2013
Warm-up:Make a K-W-L Chart like the one on the board. In the K column, write everything you already know about Africa.
Learning Target: to be able to use a variety of map resources to identify countries, cities, landforms, and bodies of water in Africa.
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September 20, 2013
Warm-up:Weekly quiz (Take 5 minutes now to review your notes and map)
Learning Target: to be able to explain the effects of monsoons on a regions physical environment and economy.
September 19, 2013
Warm-up: Read these facts, then answer the guiding question above as it relates to Japan.
The amount of land in Japan suitable for agriculture is insufficient to produce enough food for Japan's large population. As a result, Japan imports most of its food from other countries.
Japan lacks many raw materials needed for industry and energy, such as oil, coal, iron ore, copper, aluminum and wood. Japan must import most of these goods.
In order to pay for these imports, Japan must export a variety of manufactured goods to other countries. Major Japanese exports include electronic equipment and cars.
Trade with other countries (international trade) is therefore very important to Japan.
Learning Target:to be able to listen for and take notes on physical environment and trade in the Philippines and Indonesia.
September 18, 2013
Warm-up: Vocabulary
archipelago- monarchy- megalopolis-
Learning Target:to be able to read for specific information about Japan and the Koreas.
Criteria for Success:
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September 17, 2013
Warm-up Copy and finish this prompt:Here is what I know about China. I know that ...
Learning Target:to be able to tell how western culture has diffused into Chinese culture.
September 16, 2013
Warm-up: How many types of maps or map resources can you name?
Learning Target: To be able to use several types of maps to find countries, cities, and landforms.
Criteria for Success: 1) I can recall types of maps. 2) I can label countries with my group. 3) I can find landforms and capital cities with my group.
Unit 4 Guiding Questions
1. What choice do you really have?
2. What influences the choices consumers have?
3. What determines value?
May 22 and 23, 2014
Monsters Inc.
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May 21, 2014
Post-CFA
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May 20, 2014
Review and make corrections on Monday's assignment. Play memory or scatter with vocabulary cards.
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May 19, 2014
CFA Review
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May 16, 2014
Junior Achievement Global Marketplace Post-test.
Junior Achievement DVD Practice Activities.
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May 15, 2014
Junior Achievement. Session six in workbook.
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May 14, 2014
See eboard. Crossword puzzle:
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May 13, 2014
Warm-up: Word Scramble
1) idsybus 2) unpti 3) meddna 4) kraemt
Learning Target: to analyze shifts in the market supply and demand for automobiles caused by non-price shifters.
Assignment #2:=
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May 12, 2014
Warm-up: Vocabulary
1) Productivity 2) Input 3) OutputLearning Target: to discover how advances in communication and transportation have improved productivity and facilitated world trade.
Assignment #1: Junior Achievement workbook pages 16-17
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May 9, 2014
Warm-up: Write these two vocabulary words and their definitions in your notebook.
Henry Ford realized that a more efficient production process was needed to lower the price and meet increasing consumer demand for his popular new car. He needed to improve productivity—the amount of goods and services produced from a given amount of productive resources. Economists refer to goods and services as output. Henry Ford's output was the Model T. The productive resources used in production—natural resources, capital resources, and human capital—are inputs. Ford's inputs were the steel, workers, and other resources required to manufacture the car.
Using interchangeable parts required making the individual pieces of the car the same every time. All pieces would fit with all others. Any valve would fit any engine and any engine would fit any frame. The standardization of parts made it possible to break down assembly of the Model T into distinct steps. Each worker was trained to do just one step or a very few steps. Economists refer to this practice as specialization or the division of labor.
Learning Target: to be able to explain Henry Ford's methods of increasing productivity.
Assignment #5:
Fordpart2readings.docx
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- 168 KB
Fordnotetaker.docx
- Details
- Download
- 48 KB
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May 8, 2014
Junior Achievement, Workbook pages 9-14
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May 7, 2014
Learning Target: to understand Henry Ford's contributions to manufacturing and productivity.
1. First, watch this BrainPOP movie on the assembly line.
2. Complete the PRINTED quiz.
3. Go to today's lesson here.
4. Complete the worksheet.
5. Finally, show your understanding of how an assembly line works by completing the Chain Diagram on the back of the BrainPOP quiz.
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May 6, 2014
Learning Target: to determine if high gas prices can be blamed on the nations that produce oil.
1. As an introduction, watch the BrainPOP video on gasoline.
2. Go to Econedlink to access today's lesson.
3. Complete the entire lesson, including #1 in the extension activities.
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May 5, 2014
Junior Achievement, pages 6-7 in workbook
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May 2, 2014
Finish assignments #2 and #3 from this week in computer lab.
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May 1, 2014
Junior Achievement. Assignment: pages 4-5 in workbook.
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April 30, 2014
Assignment #3:
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April 29, 2014
Warm-up: Two terms we learned yesterday will be in today's assignment. Write what they mean in your own words: IMPORT, EXPORT
Learning Target: to learn about the history of taxes.
Criteria for Success:
=Assignment #2:I can navigate the ebook on my own
I can find answers to questions about the history of taxes
I can use a list of pros and cons to make my own claim
I can support my claim with evidence
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April 28, 2014
Warm-up: None
Junior Achievement
Assignment: pages 1-2 in your JA workbook
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April 25, 2014
Warm-up: Take 5 minutes to review your notes on types of taxes before the quiz.
Learning Target: to make percentage calculations on paychecks and receipts.
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April 24, 2014
Warm-up: Without looking at your notes, try to name the 5 different types of taxes we've studied. Think of an example of each one and be prepared to share.
Learning Target: to explore the common benefits the federal government supplies and why everyone pays for them through taxes.
Assignment: View here. Worksheet:
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April 23, 2014
Warm-up: email me!
Learning Target: to learn different types of taxes and common tax vocabulary
Assignment #3: see eboard
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April 22, 2014
Warm-up: Earth Day Word Scramble
Learning Target: to learn and be able to identify 5 different types of taxes.
Criteria for Success:
I can take notes on different types of taxes
I can identify an example of each type of tax
I can create my own examples of the different taxes
Assignment: Take notes on this Powerpoint
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April 21, 2014
Intro to Taxation: see BrainPOP assignment on eboard.
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April 11, 2014
Project Presentations
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April 10, 2014
Project Work Day (see april 9)
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April 9, 2014
Warm-up: Draw a demand graph for Flappy Bird. Label your demand curve as D1. Label the X and Y axis.' Then, draw a new demand curve labeled D2 that shows what would happen to the original Flappy Bird if a new and improved version called Flappy Bird 2 was introduced.
Learning Target: to set individual and group goals for your poster project.
Criteria for Succes:
I can create a demand graph on my own
I can discuss individual and group goals with my group members
I can write a plan for these goals on my goal sheet
I can begin to carry out my plan for the day
=Supply and Demand Poster Project:=
April 8, 2014
CMAS Practice and Vocabulary practice with Quizlet.
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April 7, 2014
Warm-up: Quiz Review
Learning Target: to analyze news stories to determine how changes in supply and demand affect prices and output in our economy.
Assignment #1:
http://www.econedlink.org/lessons/EconEdLink-print-lesson.php?lid=317&type=student
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April 4, 2014
Quiz:
Assignment #5:
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April 3, 2014
Assignment #4: Here is a link to the lesson to complete this worksheet:
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April 2, 2014
Assignment #3: Use this worksheet
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April 1, 2014
Warm-up: Poop to Profits quiz
Learning Target:
Demonstrate how the scarcity of goods and services directly affects prices.
=Assignment #2 Watch this video and complete worksheet:=
March 31, 2014
Warm-up: Vocabulary
1) entrepreneur 2) Free Market 3) incentive 4) innovation 5) subsidy
Learning Target: to learn how an entrepreneur can get a new product to the marketplace.
Assignment #1:
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March 28, 2014
Assignment: see eboard. Also, this handout on supply and demand
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March 27, 2014
Warm-up: Give an example of demand. Give an example of supply.
Learning Target:
to learn what a supply shifter is and be able to analyze their impact on the supply graph.
=Assignment #4=
March 26, 2014
Warm-up: Complete numbers 1 through 4 on your handout.
Learning Target:
to learn what a demand shifter is and be able to predict changes in demand based on these shifters
Criteria for Success:
I can recall the definitions and answer questions about supply and demand
I can create a demand graph and then analyze it.
I can take notes on non-price determinants
I can read a graph with a partner to explain changes in demand
I can answer true/false questions to show my understanding
Assignment #3:=
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March 25, 2014
Warm-up: Answer these questions-
1. List five items you would like to buy if you had enough money to buy them.
2. List five items you would like to sell if you could find a buyer for these items.
3. How do you think the price for an item is established?
4. How do the producers of various items decide how many of the items to produce?
Learning Target: to learn the concepts of supply and demand and how prices are determined.
Criteria for Success:
I can read a real life example of supply and demand
I can read and highlight for explanations of supply and demand and market equilibrium price
I can create a supply and demand graph with the teacher to find the market equilibrium price
I can write a paragraph to explain how these concepts would affect my store. Assignment:
New York Yankees cut some premium ticket prices because of empty seats at new stadium.docx
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highdemandlowsupply.pdf
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- 42 KB
Economicsofsupplydemand.pdf
- Details
- Download
- 69 KB
March 24, 2014
Warm-up: Imagine you had your own store. What would you sell? Why? Who would be your main customers? What would you do if nobody was buying your stuff?
Assignment: Pre-CFA, Vocabulary Sheet #2
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March 21, 2014
Warm-up: Use these two words in a sentence: diffusion/spread
Learning Target: to learn the meanings of at least 7 new vocabulary words.
Criteria for Success:
I can use an online dictionary to find definitions, synonyms, and antonyms.
I can make a sentence using the new word and a synonym or antonym.
I can draw a picture representing the vocabulary word.
Assignment:=
March 20, 2014
Warm-up: Vocabulary Pre-test
Learning Target: to be able to use an online dictionary to find definitions, synonyms, and antonyms for new vocabulary words.
Criteria for Success:
I will take a vocabulary pre-test to begin the new unit.
I can use an online dictionary to find definitions, synonyms, and antonyms.
I can make a sentence using the new word and a synonym or antonym.
I can draw a picture representing the vocabulary word.
Assignment:
March 18 & 19, 2014
Warm-up: Write a reflection on the Glogster project. How did you like it? How did it go working with your partner? What could be done to make it better? WRITE AT LEAST 3 SENTENCES.
Learning Target: to be able to listen respectfully for information from your peers OR to be able to present information using consistent eye contact.
Criteria for Success:
I can reflect on the Medieval Africa or China project.
I can listen respectfully and record information from my peers.
I can present my Glog with my partner.
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Unit 3 Guiding Questions
1. How can historical sources be analyzed for accuracy and point of view while formulating historical questions?
2. How has the history, interactions, and contributions of various peoples and cultures of the world impacted the world we know today?
3. How can maps and other geographic tools be interpreted to find patterns in human and physical systems?
4. How do governments and citizens interact and how do these interactions change over time?
March 11-14, 2014
In Iquad with Chromebooks for Glogster project. See eboard.
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March 10, 2014
Warm-up:CFA review
Learning Target: to be able to find supporting details for the central/main idea.
Criteria for Success:
I can choose to study medieval China or medieval Africa
I can choose a section of study
I can take notes using the main idea given in the text
I can find supporting details for the main idea
=Assignment: Read a section of either medieval Africa (p. 440) or China (p. 404) in the Journey Across Time text.
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March 6 & 7: Post-CFA
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March 5, 2014
Warm-up: None
Learning Target: to review for post-CFA.
Assignment: See eboard.
March 4, 2014
Warm-up: What word matches the definition.
Learning Target: to be able to review information for the post-cfa.
Assignment: Numbered Heads Review Game. If absent, answer these questions for text review:
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March 3, 2014
Warm-up: Vocabulary
1) Manor 2) Shinto 3) Byzantine Empire
Learning Target: to answer questions about the Middle Ages as review for the Post-CFA
Assignment: Use purple book to complete.
Gr7unit3review.docx
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- 92 KB
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February 26, 2014
Warm-up: Find these items-
Documents A through D
Rubric
Crusades Documentary Fill-in-the-blank
Learning Target: to be able to write a rough draft of your news story that includes an appropriate lead paragraph, background information, and juicy quotations/descriptions.
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February 25, 2014
Warm-up: Vocabulary
1) superficial 2) disciplinary content 3) seamless
Learning Target: to be able to evaluate a news article based on the rubric.
Rubric:
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February 24, 2014
Learning Target: to be able to explain why the christians formed the crusades.
Assignment #1: Watch video
http://www.youtube.com/watch?v=8glhcgltux4
and complete worksheet
Crusade Video guide.pdf
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- 58 KB
February 14, 2014
Assignment: Plan for your news article. See google drive or open here.
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February 13, 2014
Warm-up: Read your article and then answer the 5 W's in your notebook.
Who?
What?
Where?
When?
Why?
Learning Target: to be able to identify the correct order for writing a news article.
Criteria for Success:
Assignment #4:I can identify the 5 W's in an article
I can analyze a news article and answer questions
I can put a cut up a news article into correct order
February 12, 2014
Warm-up: Find and write 3 unknown words from Document C in your notebook. Be prepared to share.
Learning Target: to determine the author's perspective and identify evidence that led to your determination.
Criteria for Success:
I can share the evidence I found for Document B
I can read Document C and D closely and underline evidence
I can make a claim based on the evidence
I can write my claim and include the strongest evidence
February 11, 2014 - Up With People
February 10, 2014
Warm-up: Vocabulary
1) Chant 2) blasphemy 3) barricade
4) refugee
Learning Target: to be able to cite evidence to support which perspective a source is written from.
Criteria for Success:
Assignment #1 and #3:
February 6, 2014
Learning Target: to be able to access information from ebooks and write a summary of the Crusades.
Assignment:
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February 5: In iquad learning to use ebooks
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February 3 and 4: Learn to Ski
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January 31: Snow Day
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January 30, 2014
Warm-up: Take out yesterday's assignment for review.
Learning Target: to be able to explain how people in the 14th century understood the Black Death.
Assignment #4:
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January 29, 2014
Warm-up: BrainPOP movie "The Black Death"
Learning Target: to be able to compare the path of the Black Death with trade routes.
Criteria for Success:
I can listen actively for introductory information on the Plague
I can find and connect cities on a map in order of the Plague's arrival
I can compare these lines to trade routes of the time
I can analyze the information to hypothesize reasons for the spread
Assignment #3:
Path_Black_Death.pdf
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- 130 KB
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January 28, 2014
Warm-up:
1) Explain the Manorial System as best as you can based on what you read yesterday. Who lives there, what are their roles?
2) Hand in your Bushido/Chivalry rubric
Learning Target: to be able to accurately describe the Manor of feudal Europe.
Assignment #2:
January 27, 2014
Assignment #1: read pages 524-531 in Purple textbook. Complete #'s 3, 5, and 6
January 23, 2014
Warm-up:Find your worksheets on the Code of Bushido and your notes from yesterday's powerpoint.
Learning Target: to be able to compare and contrast the Code of Bushido with the Code of Chivalry.
Criteria for Success:
I can analyze the writing rubric for understanding
I can find similarities and differences between the two codes
I can plan my writing using a graphic organizer
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January 22, 2014
Warm-up:Vocabulary
1) piety 2) chivalry 3) patriotism
Learning Target: to be able to analyze the Code of Chivalry and list 4 of its values.
Criteria for Success:
=I can take two-column notes on Knights and Chivalry
I can read the Ten Commandments of Chivlary
I can analyze them and answer questions
I can list 4 values of chivalry
Assignment #3: Code of Chivalry
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January 21, 2014
Warm-up:Vocabulary
1) Vassal 2) Homage 3) FiefLearning Target: to be able to explain the interconnectedness of roles in European feudal society.
Criteria for Success:
I can take notes from a powerpoint
I can follow directions to participate in a simulation
I can put new knowledge into practice
Assignment #2: European feudal system=
January 17, 2014
Warm-up: Get your binder with all notes and handouts from this week. Sit at your desk with your warm-ups open.
Quiz:
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January 16, 2014
Warm-up:Read page 490 in your textbook. Write down two new ideas or details about Shinto.
Learning Target: to be able to explain the Code of Bushido.
Criteria for Success:
- I can read about, then explain the role of the Samurai
- I can read an excerpt of the Code of Bushido
- I can answer critical thinking questions
Assignment #4:=
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January 15, 2014
Warm-up: fill out your comparison chart from yesterday's activity.
Learning Target: to be able to explain the principles of the Shinto religion.
Criteria for Success:
Assignment #3: Take notes on Shinto PowerpointJanuary 14, 2014
Assignment: participate in Japanese feudal activity. If absent, complete this lesson:=
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January 13, 2014
Warm-up: get your textbook, look up Early Japan and find the term 'feudalism.' Write what it means in your own words.
Learning Target: to be able to name 3 of the roles of feudal Japan.
Criteria for Success:
to listen for vocabulary words
to answer questions with a partner on what you watched
to take notes on feudal japan
to name 3 roles
Assignment #1: Watch BrainPOP movie on feudalism and complete quiz and activity.
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January 10, 2014
Warm-up: Vocabulary
1) heathen 2) plunder 3) lord
Learning Target: to analyze sources, state a claim, and provide evidence to answer the question, "Were the Dark Ages really dark?"
Criteria for Success:
=I can recall background information about the Dark Ages
I can read two secondary sources to make an initial claim
I can analyze more documents
I can make a final claim and provide evidence to answer the question
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January 9, 2014
REMEMBER: TOMORROW IS HAT DAY. WEAR A HAT FOR $1
Warm-up: Vocabulary
1) Serf 2) Medieval 3) feudalism
Learning Target: to be able to list 2 characteristics of The Middle Ages.
Criteria for Success:
I can listen to define words
I can respond to questions about what I saw
I can take notes effectively
I can list at least 2 characteristics of The Middle Ages
Assignment:
Dark Ages.ppt
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notesforRLHdarkageslesson.docx
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Fill in notes attached here, watch BrainPOP movie on Middle Ages and complete activity:http://www.brainpop.com/socialstudies/worldhistory/middleages/
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January 8, 2014
Warm-up: Write the learning target and date in your notebook. Then, start a new page in your Unit 3 tab and title it 'VOCABULARY.'
Learning Target: to be able to analyze and critique your own CFA response.
Criteria for Success: I can answer these questions about my writing...
1) Did I follow directions?
2) Did I stay on topic?
3) Did I include evidence from the text?
4) Did I read and use the scoring guide?
Assignment: Copy down the vocabulary words at quizlet.
http://quizlet.com/33436108/flashcards
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January 7, 2013
Unit 3 Pre-CFA
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December 16 and 17
Post-CFADecember 13, 2013
Quiz and Assignment: see eboard
December 12, 2013
Study guide for Post-CFA
December 11, 2013
Warm-up: list ways that we adapt to our physical environment here in Gypsum. Think about our physical resources and how they are distributed.
Learning Target: to be able to give reasons for the fall of the Roman Empire.
Assignment: Watch BrainPOP movie on Fall of Rome, complete quiz, activity, and graphic organizer.=
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December 10, 2013
Warm-up: Vocabulary
1) topography 2) conduit 3) grueling 4) trench
Learning Target: to be able to describe how Roman's adapted their environment to fit their way of life.
Criteria for Success:
Assignment: aqueductsI can highlight of underline evidence in a text
I can paraphrase sections of a text with a partner
I can write a constructed response answer to a prompt
December 9, 2013
Warm-up: review Friday's quiz. If you were not here, please wait outside.
Learning Target: to list Ancient Rome's contributions to the modern world.
Criteria for Success:
I can watch a BrainPOP movie and listen for examples of Rome's contributions
I can list those contributions
I can take notes on additional influences
December 5, 2013
Warm-up: Write down what you can remember about these two important leaders of Rome: Julius Caesar and Augustus Caesar.
Learning Target: to be able to analyze primary sources to determine whether Augustus was a good leader.
Criteria for Success:
I can recall questions I need to ask to determine reliability
I can ask those questions in a group to analyze primary sources
I can make my own claim based on the evidence
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December 4, 2013
Warm-up:Vocabulary
1) alliance 2) vassals 3) aristocracy
Learning Target: to be able to contrast the Roman Republic with the Empire and describe its treatment conquered nations.
Criteria for Success:
I can listen recall details of the Roman Republic
I can listen for ways in which the Roman Empire was different
I can read and paraphrase paragraphs about Rome's treatment of its conquered nations.
I can summarize Rome's treatment of its conquered nations.
December 3, 2013
Warm-up: Complete the last section of your notes from yesterday.
Learning Target: to be able to explain how citizens of Ancient Rome interacted with their government.
Criteria for Success:
I can recall how citizens interacted with government in Ancient Greece.
I can listen for details on social class and rights of citizens in Ancient Rome.
I can analyze a primary source to determine how citizens interact
I can explain with evidence how citizens and their government interacted in Ancient Rome.
mrdonn's12tables.docx
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adv12tables.docx
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Analyzing the 12 Tables.docx
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December 2, 2013
Warm-up:Reflect on the 'Athens Vs. Sparta' partner project. Write to tell me what you liked/disliked about it. Also, rate yourself and your partner on how much effort was put into the work.
Learning Target: to be able to construct a timeline for Ancient Rome with a partner.
Criteria for Success:
I can recall timeline basics
I can correctly place a given date on my timeline
I can refer and add to my timeline as I take notes on Ancient Rome
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November 20, 2013
Learning Target: to be able to compare and contrast the governments and daily life of Greek city-states 0f Athens and Sparta.
Assignment 3/4:
November 19, 2013
Warm-up: How many types of governments can you list?
Learning Target: to be able to describe how citizens of Ancient Greece interacted with their government.
Criteria for Success:
- I can recall and take notes on different types of governments
- I can work with a partner to paraphrase paragraphs on Greek citizens and their governments
- I can summarize the interaction between citizens and government
Assignment #2=
November 18, 2013
Warm-up: Look at your list of Unit 2 vocabulary words. Choose 3 that you think you could illustrate. Draw pictures, then show them to a partner who has to guess which words you illustrated.
Learning Target: to be able to identify and label important time periods in Ancient Greece.
Criteria for Success:
- I can come up with at least one historical question about Ancient Greece while watching an introductory video.
- I can pull dates out of a reading
- I can correctly label my timeline of Ancient Greece
Assignment #1: Add timeline of Ancient Greece. Use the dates in this document to do so.November 14, 2013
Warm-up: BrainPOP movie on Cleopatra
Learning Target: to analyze primary documents to determine whether Cleopatra died of a snakebite.
Criteria for Success:
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November 13, 2013
Warm-up: vocabulary
1) trade (to learn a trade) 2) recreation 3) peasantLearning Target:
to read for information about daily life in Ancient Egypt, then answer questions from the point of view of an Egyptian citizen.
Criteria for Success:
dailylifeinancientegypt.pdf
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hieroglyphicsname.pdf
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- 287 KB
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November 12, 2013
Warm-up: watch the video, then create a t-chart with a things you already know about Egypt on one side and a list of questions you have on the other side.
Learning Target: to be able to read for details of the role and acts of the governments (pharaohs) in the 3 kingdoms.
Criteria for Success:
I can explain the role of pharaoh after watching part of a BrainPOP movie
I can follow as the teacher models selective reading and note-taking
Assignment #2: Take notes on the government in the 3 kingdoms and then make illustrations, one for each kingdom to show what you've learned.=
November 11, 2013
Warm-up: review quiz
Learning Target: to be able to create a timeline of eras including the beginning of the two kingdoms of Ancient Egypt.
Criteria for Success:
I can recall timeline basics from a previous timeline lesson
I can use my notes and textbook to locate eras and civilizations we've already studied
I can create my own timeline
I can use my timeline to show a partner what eras and civilizations led up to Ancient Egypt
I can list things I already know and things I want to know about Ancient Egypt
Assignment #1: Create a timeline with the dates below.
To find and label on timeline:
Page 10: End of paleolithic age
Page 13 or your notes: Neolithic age
Page 1: Farming begins, Sumerians in Mesopotamia develop writing, Hammurabi's Code introduced
Page 16: City-states arise in Sumer
Page 26: Assyrians control Mesopotamia
Page 29: Chaldeans controlled Mesopotamia
Page 38: Egypt is made up of two kingdoms
November 8, 2013
Weekly Quiz and Assignment #5 -see eboard==
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November 7, 2013
Warm-up: Vocabulary
1) debt 2) dowry 3) equalityLearning Target: to be able to evaluate Hammurabi's Code to find information on the economy and social equality in Babylonian society.
Criteria for Success:
I can read a primary source with a partner to find information on economy
I can read a primary source with a partner to find information on social equality
I can summarize my findings by answering the guiding questions
Assignment #4: Complete the remainder of guiding questions on Hammurabi's Code (attached on 11/6)==
November 6, 2013
Warm-up: Write down three school rules and the consequences if they are not followed. Then discuss, how do we know what the school rules are?
Learning Target: to be able to evaluate the primary source of Hammurabi's Code to information about the religion of Mesopotamia.
Criteria for Success:
Assignment #3: Notes on Hammurabi's Code and #'s 1-3 of guiding questions
Hammurabis Code_0.ppt
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Hammurabi'sCodeStuCopy.pdf
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- 3 MB
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November 5, 2013
Warm-up: Vocabulary
1) city-state 2) irrigation 3) ziggurat 4) cuneiform 5) scribe
Learning Target: to be able to list 3 'firsts' of the Sumerians and determine who has authority in their government.
Criteria for Success:
Assignment: Watch BrainPOP video, complete review quiz,
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November 4, 2013
Assignment: Read pages 16-23 in Journey Across Time. Answer questions 1-5 on page 23.
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November 1, 2013
See eboard for quiz and assignment
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October 31, 2013
Warm-up: Write to tell me your thoughts on the Washington D.C. Trip. Do you want to go? Why or why not? Do you have questions or concerns? Have you talked to your parents about it? What do they say?
Learning Target: to be able to identify the 6 characteristics of a civilization.
Criteria for Success:
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October 30, 2013
Warm-up: Vocabulary
1) agriculture 2) nomadic
Learning Target: to be able to explain how civilization was developed in the Fertile Crescent.
Criteria for Success:
October 29, 2013
Warm-up: Vocabulary
1) era 2) civilization 3) citizen
Learning Target:
To be able to list compare and contrast the paleolithic era with the neolithic era.
Criteria for Success: I can recall characteristics of the paleolithic era. I can actively listen and complete note-taking guide. I can compare and contrast the eras using a T chart.
REVIEW Yesterday's Learning Targets:
1) to be able to name 2 characteristics of the paleolithic age.
2) to be able to state the difference between primary and secondary sources.
Unit 1 Guiding Question:
How does the physical environment of a place influence its economy, culture and trade patterns?
October 11, 2013
Warm-up: Vocabulary
1) Sanitation 2) Hinder 3) Interdependence
Learning Target: to review what you have learned this year for the Unit 1 CFA.
October 10, 2013
Warm-up: Write about your feelings on this project. How do you feel so far? How is the research going? Do you have any concerns? What help do you need?
Learning Target: to be able to write a paragraph on cultural diffusion using the teacher example, your notes, and a paragraph organizer.
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October 8 and 9, 2013
Warm-up: Get your planner, brochure requirements, a piece of paper, and a pencil.
October 7, 2013
Warm-up:look through all of your maps from this unit. Come up with a list of three countries that you are interested in.
Learning Target:to be able to read and understand the project rubric.
October 4, 2013
Warm-up:QUIZ PREP- Take 5 minutes to review your map of Europe and your handouts/notes from this week.
October 3, 2013
Warm-up:Make a chart like the one I've drawn on the board. See how much you can fill in.
Learning Target: to be able to explain a positive and a negative effect of migration within Europe.
October 2, 2013
Warm-up:Vocabulary
1) currency- 2) consumer- 3) allocate- 4) devalue/revalue-
Learning Target: to be able to explain the advantages of a common currency to the European Union.
September 27, 2013
Warm-up:QUIZ PREP- Take 5 minutes to review your map of Africa and your handouts/notes from this week.
Learning Target: On eboard
September 26, 2013
Warm-up:Begin silently reading "Women Bear the Weight of Water." Start on questions 1-5. Be ready to discuss.
Learning Target: to define desertification and analyze effects of water scarcity on daily life in Africa.
September 25, 2013
Warm-up:Fill in the "L" column of your K-W-L chart from Monday with what you have learned so far reading about Africa south of the Sahara.
Learning Target: to be able to use a map scale to measure the Zambezi river and then create a graph in order to compare the 5 longest rivers in Africa.
September 24, 2013
Warm-up:Vocabulary
1) savanna 2) steppe 3) drought
Learning Target: to be able to find an example of cultural diffusion and/or how physical environment affects economy as you read about Africa south of the Sahara.
September 23, 2013
Warm-up:Make a K-W-L Chart like the one on the board. In the K column, write everything you already know about Africa.
Learning Target: to be able to use a variety of map resources to identify countries, cities, landforms, and bodies of water in Africa.
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September 20, 2013
Warm-up:Weekly quiz (Take 5 minutes now to review your notes and map)
Learning Target: to be able to explain the effects of monsoons on a regions physical environment and economy.
September 19, 2013
Warm-up: Read these facts, then answer the guiding question above as it relates to Japan.
Learning Target: to be able to listen for and take notes on physical environment and trade in the Philippines and Indonesia.
September 18, 2013
Warm-up: Vocabularyarchipelago- monarchy- megalopolis-
Learning Target: to be able to read for specific information about Japan and the Koreas.
Criteria for Success:
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September 17, 2013
Warm-up Copy and finish this prompt:Here is what I know about China. I know that ...
Learning Target: to be able to tell how western culture has diffused into Chinese culture.
September 16, 2013
Warm-up: How many types of maps or map resources can you name?
Learning Target: To be able to use several types of maps to find countries, cities, and landforms.
Criteria for Success: 1) I can recall types of maps. 2) I can label countries with my group. 3) I can find landforms and capital cities with my group.
Assignment #1: